Term
Fall 2019
Capstone
Restricted Capstone Project
Degree Name
MAT
Facilitator(s)
Patty Born Selly
Content Expert
Heather Craig
Abstract
Research indicates that the population of newcomer English language learners in the United States is growing rapidly. Newcomers are students who are new to the country and often arrive with little to no English proficiency, as well as other factors affecting their engagement and English language development. With the arrival of these learners comes additional challenges for mainstream classroom teachers. These challenges were the motivating factor for this project and lead to the following question How can Elementary teachers engage newcomer English language learners (ELLs) in their classrooms, while incorporating EL best practices and fostering English language development? In designing the project, the author takes key components from the literature review and writes with the mainstream teacher in mind. The project consists of a professional development session which addresses three major themes: the brain in regards to trauma and language acquisition; previous education and first language; and best practices for engagement and English language development. The project was designed using the Transformative Language Theory (Mezirow, 2000), as well as the Theory of Andragogy (Knowles, 1984, 1992).
Project Type
professional development
Keywords
the brain in regards to trauma and language acquisition; previous education and first language; and best practices for engagement and English language development.
Recommended Citation
Bradley, Jennifer, "Engaging Best Practices for Newcomer English Language Learners in the Mainstream Elementary Classroom" (2019). School of Education and Leadership Student Capstone Projects. 437.
https://digitalcommons.hamline.edu/hse_cp/437
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects